The context of engineering: a SUCCEED course at Georgia Tech

Sinclair, Bruce; Callen, W. R.; Morton, Davis Walter

doi:10.1109/fie.1995.483127

Cited by 2 publications

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“…Integration in freshman courses involves mathematics, with statics, dynamics and mechanical design and problem solving [Felder, 1996] 1 [Wood, et. al., 2001] 11 or humanities and engineering [Sinclair, et al, 1995] 8 or upper class engineering students with freshmen nonengineers [Goff, 2001] 2 . No reference was found to interdisciplinary freshman courses involving concurrent exposure to manufacturing processes.…”

Section: Introductionmentioning

confidence: 99%

Building A Process For Establising An Integrated Design And Manufacturing Freshman Course

King¹,

Riffe²,

Tuttle³

et al.

2003 Annual Conference Proceedings

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College freshmen, though they may be registered in the engineering programs, do not always know what discipline best suits their interests. Regardless of their future majors, current technological advancements and global competitions have created a necessary industrial atmosphere of interdisciplinary design and manufacturing in the product development cycle. An introductory course combining mechanical design, electronic control and manufacturing processes provides a totality in the perspective of engineering for the future. At the same time, the students' views of engineering are broadened by the exposure to the different disciplines. As a result of the multi-discipline engineering exposure, they are in a better position to select a future career. In this paper, the developmental process for establishing such a course is described. The process starts from the very top of the managerial pole. Potential departmental barriers are discussed and possible ways of quenching faculty and departmental traditional cultures are introduced. The structure for the lecture and laboratory sessions, the timing, the logistics of shuffling students from one area to the next are ironed out. Common times for lecture and labs are established. Students also work in teams to perform projects. Students are evaluated in the separate disciplinary areas as well as on a final integrated project where they are asked to combine aspects of mechanical design with electronic control and manufacturing processes. The assessment process will also be described. Fun objects are used in the laboratories, such as; battery operated mechanically animated pig, electronically controlled hexapod ("6-legged insect"), thermoformed Mickey Mouse, and machined pencil holder. Students' comments included their excitement about learning the various aspects of engineering as well as being able to do hands-on designing, controlling and fabricating real products.

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Section: Introductionmentioning

confidence: 99%

Building A Process For Establising An Integrated Design And Manufacturing Freshman Course

King¹,

Riffe²,

Tuttle³

et al.

2003 Annual Conference Proceedings

View full text Add to dashboard Cite

show abstract

“…The roots of our course go back to January 1993, when engineers and historians at Georgia Tech joined together to draft a proposal to SUCCEED, a national engineering education coalition funded by the National Science Foundation. [1] They imagined a course that would integrate humanities and engineering education in order to provide a broad context for understanding the role of engineering and the engineering profession in modern society. Primarily aimed at beginning students in electrical engineering who often found themselves mired in science and mathematics courses seemingly far removed from the actual practice of engineering, this pilot project developed a set of modular units.…”

mentioning

confidence: 99%

History In Engineering Education: A Field Report

Callen¹,

Usselman²

2001 Annual Conference Proceedings

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This is a paper about history in engineering education, not about the history of engineering education. Still, it is useful at the start to take the historian's perspective and to remember that curriculum reform has been a recurrent theme of modern engineering education ever since its inception over a century ago. Changing technology, of course, has provided much of the impetus for reform. But so, too, has the continually evolving context in which engineers operate. The realms of business and government have simply refused to stand still. Those responsible for training engineers, if they wished to put their graduates in position to do meaningful work in the world, have had to revisit the curriculum from time to time with an eye toward preparing students to function in novel working arrangements that reflect both changing economic circumstances and evolving social values.

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The context of engineering: a SUCCEED course at Georgia Tech

Cited by 2 publications

References 0 publications

Building A Process For Establising An Integrated Design And Manufacturing Freshman Course

Building A Process For Establising An Integrated Design And Manufacturing Freshman Course

History In Engineering Education: A Field Report

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